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COMMUNITY OPERATING PLAN

Complete parts A-D before the presentation/event, and then parts E


implementation. Use this outline as a guide for developing all programs and
presentations. The questions in each section are designed to help you in the
development process. You must answer all of the questions listed, but if you
feel there is other important information please include that as well.
A. PROJECT INFO:
Event: Key Child Presentation

Topic:
First presentation: Stems and Vines
Second presentation: Flowers and Pollination

Event Date: 11/9/16 @ 1:30-2:15


11/16/16 @ 1:30-215
Elementary

Location: Rm 115, Marlborough

Intern Name(s): Devin Williamson and Kristina Cooke


Team Leader: Devin Williamson

Preceptor: Whitney Hightower

Person responsible for writing the COP: Devin Williamson


B. NEEDS ASSESSMENT:
1. Identify site contact: Staci Willbarger, fourth grade teacher
2. Identify population
a) Gender: mixed, more females (14) than males (5)
b) Age: 9 & 10 year olds
c) Education level: 4th grade
d) Number of participants: 19
3. How was topic determined (Did you speak with anyone about the
group? Did you get to observe the setting and participants beforehand?
If so, describe the participants and any other pertinent information (i.e.
if in a classroom, observe classroom management techniques).
Curriculum Standard:
4-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
4-LS1-1. Construct an argument that plants and animals have internal
and external structures that function to support survival, growth,
behavior and reproduction.

Clarification Statement: Examples of structures could include thorns, stems,


roots, colored petals, heart stomach, lung, brain and skin

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Assessment Boundary: Assessment is limited to macroscopic structures
within plant and animal systems.

Assessment Boundary: Assessment does not include the mechanisms by


which the brain stores and recalls information of the mechanisms of how sensory
receptors function.
Ali and Aubrey, the previous interns at Marlborough, created a six-week
sequence on the "Lifecycle of a Pumpkin". Our presentations on stems/vines and
flowers/pollination will pick up after their lessons on seeds and sprouts
(consecutively). Both Kristina and I got to observe the presentation on seeds.
The participants were very rowdy and talkative. They broke out in song
randomly, walked around during the presentation, and would talk over each
other. The teacher used a bell for classroom management. She did not assist in
classroom management during the presentation. Ali and Aubrey also had to
speak into a microphone that assists a child with a hearing disability.
a) Other programs recently presented
Seeds and sprouts were recently covered by Ali and Aubrey as the first part of
their life science class.
b) What the audience knows
The audience will have learned about seed parts, seed functions, physical
seed characteristics, and the ways in which seeds travel from the first lesson. In the
second lesson, they learned about the conditions that a seed needs to germinate
and support plant growth. Prior to the lessons, they most likely have a basic
knowledge about the parts of a plant.
c) What the audience wants to know - what is relevant
The audience appears to be excited to learn about plants. From the first
presentation, they were fascinated by plants being compared to human bodies.
It is important that our presentation corresponds with one of the two curriculum
standards.
d) Evaluate health literacy - and other cultural issues
Due to
low. The
concern.

the young age, healthy literacy is


teacher brought up that this is not a

4. Setting

- tour of facility

a)

Room size and set up (diagram)

Projector

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Computer

Table

b) Presentation
resources
Availability of food prep area- None.
AV resources - space available for visual teaching aids. There is
a projection screen with a computer stand, which is available for
PowerPoint presentations.
5. Day of week/ time of day for presentation

First presentation: Wednesday, 11/9/16 @ 1:30-2:15

Second presentation: Wednesday, 11/16/16 @ 1:30-2:15

6. Duration
a) Attention span- The teacher reported that the students' attention span is
between 10-15 minutes. After 15 minutes, it is important to give the children an
activity or time to move around.
b) Conflict with other activities for population- This is during their usual
class time. Instrument lessons begin at 2:10; a few students leave at this time to
start this activity.
7. Marketing potential - whose responsibility- There is no marketing for
this presentation. It is exclusively for Staci's fourth grade class.
8. Budget
a) Will there be a charge- no charge
b) Funds to cover supplies- n/a
c) Cost of marketing- n/a
9. Best way/time to reach site contact for future plans
Email is the best way to reach Staci for questions and plans.
10. Write a community group focused PES statement based on your
assessment.
Food and nutrition-related knowledge deficit r/t lack of education on the internal and
external structures of plants and animals that function to support survival and
growth AEB requested plant lifecycle education presentation.
C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1. Meeting Dates

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Dates scheduled for planning and who will attend.


Wednesday, October 26th, 2016: Observation at Marlborough with Ali,
Aubrey,
Whitney, Kristina, and Devin.
Friday, October 28th, 2016: Initial brainstorming meeting with Kristina
and Devin to
create an outline.
Sunday: October 30th, 2016: Finalizing the PowerPoint, COP, and
handouts to be turned
in by Monday at 3 pm.
Friday: November 4th, 2016: Make edits to Presentation 1, rehearse
Presentation 1,
brainstorm for Presentation 2.
Saturday: November 5th, 2016: Finalize 7-day meeting materials for
Presentation 2 such
as Powerpoint, outline, and handouts.
Wednesday: November 9th, 2016: Print handouts, finalize preparations,
and rehearse
presentation.
Wednesday: November 16th, 2016: Print handouts, finalize
preparations, and rehearse
presentation.

7 day meeting First presentation: Wednesday: November 2nd, 2016 @ 3


Second presentation: Wednesday: November 9th, 2016 @ 3

Evaluation meeting scheduled for:


The evaluation meeting for our first presentation is on Wednesday,
November 9th, 2016
right after our presentation. The evaluation meeting for
our second presentation is on
Wednesday, November 16, 2016 right after our
presentation.
2. Based on the results of the needs assessment, what did you do to
prepare?
Based on what the teacher reported about attention span, we will make sure to
include plenty of activities and keep lecture time to a minimum. From
observation, if we divide the class up into groups to do an activity, we will let
them get up one at a time. All of the groups moving at one time is a little
chaotic. Instructions should be told and then they can be divided into groups.
3. How did you go about the development process? Who was involved?
First presentation: The observation of Ali and Aubrey's presentation helped to
give us a good idea of what our slides should like and the type content that we
should include (broad overview, plenty of activities). Kristina and I were able to
ask Ali and Aubrey questions in order to know the direction that our
presentations should go. We decided to focus on the structure and function of
stems/vines because the presentation on seeds seemed to do the same. Kristina
and I heard from Ali and Aubrey that all presentations should follow their format.
On our seven day meeting, Whitney helped us to determine what activities
would be age appropriate.
Second presentation: Kristina and I began by making an outline for this
presentation by picking up right where we left off from the last one. We decided
upon our learning objectives and the content came very easily for pumpkin
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flowers and pollination. My roommate, Taelin, assisted me in designing the


pollination activity. After meeting with Whitney for our 7th day meeting, we
realized that having them get up for the pollination activity would be hectic. We
decided to do a hand pollination demonstration instead.
4. What resources did you use? Why did you choose them and how did
you find them? Relate back to your assessment section.

First Presentation:

https://rhsgpproject6.wikispaces.com/Seed,+Flower,+Plant+Structure

http://www.rabbitsabc.com/stem.html

http://www.pumpkinnook.com/facts/anatomy.htm

https://prezi.com/7wtnsc8468ng/pumpkin-growth-stages-and-flower-anatomy/

http://www.hgtv.com/outdoors/flowers-and-plants/vegetables/how-dopumpkins-grow

https://www.plantvillage.org/en/topics/pumpkin

Canva.com

Second Presentation:

http://pumpkinnook.com/howto/pollen.htm

https://bonnieplants.com/growing/growing-pumpkins/

http://homeguides.sfgate.com/pumpkins-flower-58515.html

http://extension.psu.edu/plants/sustainable/documents/Pumpkin%20Pollinators.pdf
http://www.gardeningknowhow.com/edible/vegetables/pumpkin/hand-pollinatepumpkins.htm

We chose these resources because they helped us accomplish our learning


objectives. They
provided "fun facts" to hold their attention and they provided
basic information that is important for developing a foundation of plant knowledge.
The information gleaned was
appropriate for this age group.

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D. DEVELOPMENT (what the outcome of your planning and


development):
1. Measurable Learning Objectives
Presentation 1:
a. Identify the different parts of the vine and stem
b. Examine how the vine/stem and its parts support the growth of a plant
Presentation 2:
a. Differentiate between the structure and function of male and female flower
parts
b. Describe how pollination occurs
2. Outline of presentation: See Attachments.
3. Describe how your presentation addresses different learning styles:

Auditory:

Presentation 1: Kristina and I will be asking the class a lot of questions


throughout the class to facilitate discussion. Additionally, they will learn by
listening to the lecture.
Presentation 2: We included lots of questions to ask in order to foster
discussion. The icebreaker helps to draw comparisons by discussing the
differences between the male and female flowers. Additionally, these learners
can listen to the lecture.

Visual:

Presentation 1: We provided a PowerPoint showcasing different images of the


parts of the vines and also damage to the vines. In the icebreaker, there is a
visual demonstration that the class will participate in that shows how the
nutrients get to the pumpkin. In the first activity, visual learners will be able
to watch other groups act out the role of parts of the vine.
Presentation 2: We provided a PowerPoint with many images illustrating the
parts of the flower and how pollination occurs. Both of the activities are
highly visual whether that is labeling parts of the plant and organizing the
parts or watching a demonstration of a hand pollination.

Kinesthetic:

Presentation 1: In the icebreaker, everyone will be able to move around a bit!


If you are part of the vine, you pass down the nutrients. If you are the leaves,
you are waving your hands. This will help the students learn by doing. In the
first activity, these learners will be able to act out the role of different parts of
the vine. Also, we will have some props for them to form shapes and to hold.
Presentation 2: Kinesthetic learners will be included in a more holistic sense.
They will be circling the differences between the male and female flower in

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the icebreaker as well as labeling the parts of the plants on the activity 1
worksheet.

List ways that you included multiple intelligences in your


planning.
Presentation 1:
A review of the previous lesson is included to reinforce memory
The icebreaker focuses on teamwork
We will ask questions on the content directly after it is given to
reinforce memory
Our first activity helps them to reinforce what they've learned and
their representation can be more or less detailed
Our second activity brings back teamwork and helps them recall
information that they recently learned
Presentation 2:
Our presentation contains many pictures for students to better
understand flower structure and pollination
Icebreaker helps students compare the male and female flower
Labeled images help students identify parts of the flower
The first activity is a visual/kinesthetic method of learning. A word bank
is given
to help those that need a reminder of the words we used.
The second activity helps students see how hand pollination occurs.
Repetition is used frequently for activity 1 (we will review their answers
on the PPT as well as test their knowledge retention using the handout).
4. Explain how your planned evaluation method will show whether your
learning objectives were met.
Presentation 1:
1.) Identify the different parts of the vine and how each one supports the
growth of a pumpkin
Evaluation: In the first activity, the children are acting out the parts
of the vine. Each group (excluding the last group) will answer a
question to verbally evaluate that they know how the part supports
the growth of a pumpkin:
a.) Group 1: How does the stem help the pumpkin grow?
b.) Group 2: How do the tendrils help the pumpkin grow?
c.) Group 3: How do the leaves help the pumpkin grow?
d.) Group 4: How does the vine help the pumpkin grow?
2.) Express 3 ways that nature can negatively impact the vines and pumpkin
growth
Evaluation: After presenting on how bugs, disease, water, and
temperature can prevent pumpkin growth, we will verbally ask:
a.) What are the effects that keep the pumpkin from growing?
b.) What do these things to do the vine/pumpkin?
Presentation 2:
1.) Differentiate between the structure and function of male and female
flower parts
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Evaluation: We will have a worksheet for the children to do that


includes labeling the parts of the flower as well as having them
match the part to its function.

2.) Describe how pollination occurs


Evaluation: After our second activity (about pollination), we will
verbally ask them:
a.) So what did you guys just do?
b.) Which flower was pollen taken from and which one received
the pollen?
c.) What is pollination?
d.) What pollinated the flower?
5. What problems did you encounter in the development process?
First Presentation: Kristina and I both had very busy schedules during these
weeks so sometimes it was difficult to find a time to meet. We had difficulty
finding information about vines in general. We are sometimes not sure how to
make activities age appropriate- we tend to
assume that they know less
than they actually do.
Second Presentation: Fortunately, the information for flowers and pollination
was abundant on
the Internet. Our main issue lies is finding times to meet.
It is difficult having the 7-day for the
second presentation directly after
presenting the first presentation because the time is short to meet to edit the
first presentation and begin to develop the second presentation.
Complete sections E after the presentation/event is complete.
E. IMPLEMENTATION and EVALUATION:
1. For a program or presentation, describe objectively what happened
the day of the presentation, using examples. Include any last minute
changes to the planned setting, audience, number of participants.
Presentation 1: Kristina and I arrived to the classroom right at 1:30. The
teacher told us that the
class was having a rough day. Classroom
management delayed our presentation for a few
minutes. The structure of
the classroom and the number of participants was what we had
anticipated.
Presentation 2: The day of the presentation, a substitute teacher was
present. Initially, we had
trouble getting the projector screen to work and the
substitute teacher helped us. The microphone was not working so we just went
ahead without it. The desks were set up lecture style which was unexpected but
also not a problem considering that we did not have group
activities.
2. Did the presentation go as planned? Reflect on what went well?

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Presentation 1: Our presentation went mostly as planned. We knew that


classroom
management would be a barrier. We worked to the best of our
ability to get their
attention using the microphone and bell. The activities
definitely needed more guidance. The review section went really well and
they seem to learn by repetition. I think the content
went really well as
it was not overwhelming but not too simple.
Presentation 2: The presentation was okay. It was much shorter than
planned. The hand
pollination activity went extremely well and the kids were
able to explain what was happening. I
also think the amount of content that
we had was just right. Circling the differences of the male
and female plants
really captured their attention and got them engaged for the presentation.
3. How did the audience react to the presentation? Summarize and
comment on preceptor feedback.
Presentation 1:The audience seemed to like the presentation in general.
Whitney, our
preceptor, suggested to give more instruction and guidance for
all activities. I very much
agree with this suggestion. It was also suggested
that we don't move on until they are all quiet. I will try this technique, but
overall the class does not seem response to most types of classroom
management.
Presentation 2: The audience seemed to mostly like the presentation.
Pollination was a very tricky subject because a lot of the students started
drawing conclusions about males and
females. This made it difficult because
students were making comments and they grew
distracted because of the
embarrassing nature of the subject. Whitney commented that I
(Devin)
addressed the parts and functions of the flower too quickly for the students to
grasp the
content. I fully agree with this. They did not have the information
enforced enough to be able to
reiterate it on a worksheet. We also received
feedback to not move on until the students were
quiet. I felt like I tried
really hard to do this throughout the presentation; however, the students were
noncompliant.
4. How well did the audience grasp your objectives?
Presentation 1:
The audience grasped the objectives fairly. We should have had concrete
examples of how parts
of the vine were similar to parts of the body. This
would have allowed them to create their own
examples from our example.
The audience would have better understood our second objective if I had
announced the role of the frost, drought, and bugs in our second activity.
Presentation 2:
By the end of the presentation, the audience grasped the objectives fairly
well. After we went
over the activity 1 worksheet (labeling the parts of the
flower and matching the parts to the
function), I feel like they had a better
understanding of the first objective from a memorization
standpoint. I felt
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like the students explained the second objective very well from the hand
pollination activity (less memorization, more understanding).
5. What would you do differently/the same the next time - or what
would you change if you had more time? How effective do you feel
your program/material was for the target audience?
Presentation 1:
Next time, we will try not moving through the presentation without first
having all of their
attention. We'll try explaining the directions to everyone
before the activity instead of telling
specific people instructions so that the
entire class can understand the illustration. Also, we will
try to include
demonstrations where Kristina and I are the ones showing them an illustration
instead of having all of them participating at once. I would keep the amount
of content the same and just change what kind of activities we are doing to
include clear instructions.
Presentation 2:
If I could do it again, it would have been good to design an activity that
involved the whole
classroom and was more kinesthetic. It also would have
been nice to explain the flower parts a
little more clearly. This was so hard to
do as I didn't want them to draw conclusions and wanted
to avoid tying this
to human reproduction. As it got awkward, I sped through it to avoid these
questions. It was a really good call that Whitney suggested labeling them
flower "A" for male
and flower "B" for female. This helped to make things less
awkward.
6. Recommendations for future Interns:
Presentation 1:
Be prepared to manage the classroom. Ring the bell to gain their attention
and don't move on
until they give their complete attention. It's okay to ask
students to hold their comments and
questions until later. Speak up loudly.
Use the microphone if it's available.
7. Financial Report:

Cost of Development: (Includes: labor for preparing the project,


food cost for testing the food activity; please note that labor
costs include hours worked by ALL team members)
Presentation 1:
Labor ($25/hour):
Devin: 18.5 hours x $25= $462.5
Kristina: 17 hours x $ 25 = $425
Food: N/A
Presentation 2:
Labor ($25/hour):
Devin: 18 hours x $25= $450

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Kristina: 16 hours x $25= $400


Food: N/A
Cost of Presenting: (Includes: labor, food, flip charts ($28), see
following link for cost of copies
http://www.keene.edu/mailsvs/printfees.cfm, and other supplies)
Presentation 1:
Labor ($25/hour): $25 X 2 presenters = $50
Copies: 45 color copies X $.25= $11.25
Food: N/A
Other supplies and costs:
=$61.25
Presentation 2:
Labor ($25/hour): $25 x 2 presenters = $50
Copies: 63 color copies= $15.75, B & W = $1.05
Food: N/A
Other supplies and costs:
=$66.80
Overall costs:
Presentation 1: $462.5 + $425 + $61.25 = $948.75
Presentation 2: $450 + $400 + $66.80 = $916.80

Within one week of the presentation, provide internship preceptor with a


completed COP, Presentation Evaluation form, Handout(s), a Team Leader
Report, and PDE if completed by an outside supervisor. (PDE required for
sites with 2 presentations or >32 hours). Attach a copy of the materials,
PowerPoint, and any handouts/resources used for the presentation.

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